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ADVISING DISTANCE/ONLINE LEARNING STUDENTSGeorge Steele

Ohio State University

Cynthia Pascal

Norther Virginia Community College

Presenters acknowledge and appreciate contributions from colleagues Susan Poch, Jennifer Joslin, and Laura Pasquini

Learning outcomes

• gain a better understanding of distance advising

• learn the challenges to advising at a distance

• identify strategies for distance advising success

There is a difference

Between online/distance education and courses offered online (hybrid or blended):

• “Online/distance education” offers entire degree programs completely online; students likely don’t step foot on campus.

• “Courses offered online” have incorporated elements of technologies used with distance learning into campus-based courses

Who are our distance learners?

• Estimates of more than 20 million students (2016)*

• Adults seeking workforce training or degree completion

• Traditional learners who reside on campus

• Both community college and 4-year institutions

*2016, Digest of Education Statistics 2015

• Majority of students are 25+ years old

• Often have transfer work

• Characteristically similar to first-time students

• Similar, in that they are dissimilar

To whom do you predominately provide academic advising?

What are their most pressing issues?

• Identification with the University or College

• Feeling of connectedness to their institution

• Ability to be a self-motivated/paced learner

• Technological skills

• Time management

• Life

Advisor’s role

• The student advocate

• The liaison between learner needs and institution needs

• The person through whom students connect to the institution

• The “One Stop Shop” who is available for students questions/needs

• The question asker

• The creative, flexible and realistic guide

“The most important strategy for success with online students is to form solid,

meaningful connections from orientation to graduation and to use these connections to help students feel connected to something larger than just their computer, their online

course, or the school’s web site.” --

Jennifer Varney (2012)

NACADA 2013 Technology Survey

• Daily advising technology identified for daily use included e-mail (99%); face-to-face interactions (91%); locally installed word processor, spreadsheets, etc. (80%); phone (73%) and Facebook (30%).

• Less frequently used technology for advising (< 2%) included: licensed video-conferencing (e.g. Adobe Connect, Wimba), retention software, photo-sharing websites (e.g. Flickr), podcasts, and social studying sites (e.g. OpenStudy).

Pasquini, L. and Steele, G. (2016)

What technologies do you use in your advising to interact with students?

Advising office of tomorrow

• Full integration of Enterprise-wide systems

• Full commitment from all sectors of institution

• Funding from national and state sources based entirely on performance metrics

Seeing advising as part of the teaching and learning mission

…And integrating this approach with technology is critical in light of:

• Reduced financial support to higher education in states

• Increase in linkage between funding and retention & completion

• Recognition by many officials that there is an increased role that can be played by data driven decision‐making

What is academic advising?

• What we know: Academic advising (AA) is a process that is integral to the mission and goal of higher education.

One definition…

• It is a “series of intentional interactions with a curriculum, a pedagogy, and a set of student learning outcomes. AA synthesizes and contextualizes students’ educational experiences within the framework of their aspirations, abilities and lives to extend learning beyond campus boundaries and timeframes (NACADA, 2006)

Council for the Advancement of Standards in Higher Education (CAS)

http://www.cas.edu/

Founded in 1979, the Council for the Advancement of Standards in

Higher Education (CAS) is the pre-eminent force for promoting

standards in student affairs, student services, and student

development programs. CAS creates and delivers dynamic, credible

standards, guidelines, and Self-Assessment Guides that are

designed to lead to a host of quality programs and services. CAS

aims to foster and enhance student learning, development, and

achievement.

Two of the twelve CAS standard areas that critical for distance learning advising • Technology

• (AAP) must have adequate technology to support the achievement of their mission and goals. The technology and its use must comply with institutional policies and procedures and be evaluated for compliance with relevant codes and laws.

• Assessment and Evaluation• (AAP) must have a clearly articulated assessment plan to document achievement of stated goals and learning outcomes, demonstrate accountability, provide evidence of improvement, and describe resulting changes in programs and services.

Using the right technology can help…

“Digging a hole is easier using a shovel than a rake. Finding the best technology tools to achieve academic advising outcomes is a little more complicated.”

Steele, G.E. 2014

Technology leaves a trail

• Buying habits

• Patterns of usage – impulsivity or systematic

• Communication usage - length, speed, depth

• Interests – range, types, breadth, depth

Social Media

Blogs

Websites

St Infor System

Appointment/Note-

taking System

Degree Audits

Learning MS

E-Portfolios

Early Alert/Retention

Systems

Tech for Advising

Engagement Learning Service

Steele G.E., 2014 & 2015

Three areas of intentionality

• The service area highlights those tools that provide institutional services through personalized student accounts.

• The engagement area uses tools to inform and build communities with students and others at the institution.

• A key element of learning is that students are expected to show they have mastered some content, developed a skill, produced a project, created a plan, or demonstrated reflection on a topic or issue. And, that student learning will be assessed.

Steele, G.E. 2014

Technologies for advising

• Tools for Engagement• Social Media, Blogs, e-Mail, podcasts, vodcasts• Web sites and resources• Customer Relationship Management Systems• Virtual Student Unions (http://elife.nvcc.edu/vsu/)

• Tools for Service• Student Information Systems• Appointment Scheduling• Student Records

• Tools for Learning• Learning Management Systems, e-Portfolios, Retention Systems, student portals

• Interactive video, tablets, smartphones

Steele, G.E. 2014

Concerns about tools for engagement

Social media

E-mail

Blogs

Web sites, etc.

FERPA

Steele, G.E. 2014

SECURITY

FERPA

• FERPA represents the floor, not the ceiling of privacy laws impacting academic advising. FERPA generally imposes less onerous requirements regarding maintenance and disclosure of education records than what state privacy laws and institutional policies require. Additionally, the penalties for non-compliance with FERPA are generally not as intimidating as those associated with state privacy laws.

Rust, M.M., 2014

How many of you would say that in your advising practice you are more …

•Customer Service Oriented

• Teaching and learning oriented

•Combination of both

Early alert/retention systems

“An early-alert system may be defined as a

formal, proactive, feedback system though

which students and student-support agents

are alerted to early manifestations of poor

academic performance (e.g., low in-progress

grades) or academic disengagement (high

rates of absenteeism).”

Cusea, J. 2009

Georgia State University

• Degree maps and intrusive advising

• Graduation rates up 20% in past 10 years

• Graduation rates higher for:– Pell students: 52.5%

– African American students: 57.4%

– Hispanic students: 66.4%

• More bachelor’s degrees to African-Americans than any other U.S. university

Learning management systems (LMS)

• Grades (ongoing & final)

• Homework completion

• Timeliness

• Patterns of usage

• Posts and replies (Engagement?)

• Video, chat, & FAQ capability

• Accountability

• Opportunity

LMS and caseload advising

• Homework completion

• Timeliness

• Patterns of usage ‐ just in time?,

• Ongoing

• Posts and replies, Q & As

• Engagement and quality of participation

• Capability: Video, chat, wiki, articles

E-Portfolios

Progression of learning over time

• Demonstrated learning• Complexity of connections ‐ demonstrated

• Complexity of assignments – demonstrated

• Share learning with selected others –advisor, faculty, employer, etc.

Flipped advising

"The flipped advising process has students complete assigned exercises prior to the advising session. These exercises use rich multimedia resources created by the advisor or the advising team that can be organized in the LMS to align with designated learning outcomes. The critical advantage of this approach is to have students complete modules prior to meeting with an advisor, so time in the advising session can be focused on higher order cognitive and affective domain questions derived from the work the student has completed prior to the session.”

Steele, 2016b

Possible flipped advising modules

• Gordon’s curriculum for exploration:• Self-assessment, educational planning, career planning, and decision making

• Campus resources

• How to use campus technology

• Successful study habits

• How to use the campus library system

• Code of student conduct

• Financial aid, loans, and scholarships

• Sub-areas of study in any academic major

• How to prepare for an internship or Co-op experience

Steele, 2016b

Creating flipped advising modules

Desired results Acceptable

evidence

Learning events -

existing content

Learning events -

content that needs to

be developed

Planned learning

• Students will assess

their interests and

interpret it in

regards to their

academic and

career plans

• Students will list

their three Holland

Codes and

• will discuss in

writing the

implications in light

of their academic

and career

considerations

• Institution’s

academic major

website and

career services

sites

• Use O*Net interest

assessment

• Use YouTube video that

describes the Holland

Code

• Develop YouTube video

to explain assignment

and Holland Code

survey

• Students will 1) view

videos of assignment

on Holland Code, 2)

take the O*Net interest

inventory, and 3)

identify through the

assigned quiz their 3

strongest interests and

interpret these in

regards to their

academic and career

plans

• Students will assess

their abilities and

interpret it in

regards to their

academic and

career plans

• Students will list

their three top

abilities and

• will discuss in

writing the

implications in light

of their academic

and career

considerations

• Institution’s

academic major

website and

career services

sites

• Use O*Net abilities

assessment

• Use YouTube video that

describes the O*Net

abilities assessment

Develop

• YouTube video to

explain assignment and

O*Net abilities

assessment

• Website that

categorizes academic

majors by Holland

Codes

• Students will 1) view

videos of assignment

and Holland Code, 2)

take the O*Net abilities

inventory, and 3)

identify through the

assigned quiz and their

3 strongest abilities

and interpret these in

regards to their

academic and career

plans

Creating flipped advising modules Unification of the student learning experience

Synchronous interactions without

LMS Asynchronous and synchronous interactions

with LMSAdvising

Session

CourseWebsite

ContentAdvising Session

Course

Web

contentCourse

Learning outcomes (Bloom Taxonomy)

http://www.nwlink.com/~donclark/hrd/bloom.html

CognitiveAffectivePsychomotor

Tools in LMS and e-Portfolios that can assist in achieving evaluation of students for learning

outcomes related to development of plans through: quizzes, drop boxes for reflection papers,

artifacts, communication tools, etc.

Using the right technology

•Tools: LMS &E-Portfolios

•Tools: LMS &E-Portfolios

•Tools: LMS & E-Portfolios

•Tool: Early Alert Systems

Behavioral Affective

Psycho-motor

Cognitive

Data: Did the student

register on time? Is the

student making progress

towards intended

degree?

Data: Can the student

show how academic

and career plans are

related? Are the

student’s plans

grounded in

evidence?

Data: Can the student

describe how

academic and career

plans related to

personal values and

goals?

Data: Can the student

effectively use the

necessary technology

to create and

implements plans in

practice?

Steele, G.E. 2016c

Digital environment for advising as teaching and learning

Student

LMS

E-Portfolio

Video Conf./

face-to-face

Early Alert

Steele, G.E. 2016a

Planning and

Creation of

Artifacts in

LMS

Completion

of Reviewed

Artifacts

Store

Artifacts in

e-Portfolio

Share

Artifacts;

get

Feedback

Review of student

artifacts process

from LMS to E-

Portfolio

Issues in DL Advising

• Engagement vs. learning

• Use of social network sites

• Big screens vs. small screens

• Technology training

• 508 Compliance

Thx to @laurapasquini

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NACADA Distance Learning & Technology Resources

NACADA Distance Learning Commission

• https://www.nacada.ksu.edu/Community/Commission-Interest-Groups/Theory-Practice-and-Delivery-of-Advising-II/Distance-Education-Advising-Commission.aspx

NACADA Technology Commission

• https://www.nacada.ksu.edu/Community/Commission-Interest-Groups/Theory-Practice-and-Delivery-of-Advising-II/Technology-in-Advising-Commission.aspx

NACADA Clearinghouse• http://www.nacada.ksu.edu/Resources/Clearinghouse.aspx

Bibliography

• AACRAO FERPA Resource Web site http://www.aacrao.org/resources/compliance/ferpa

• Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001).A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.

• Bloom, B.S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York, NY: David McKay Co Inc.

• Bloom's Taxonomy of Learning Domains, http://www.nwlink.com/~donclark/hrd/bloom.html

• Council for the Advancement of Standards in Higher Education (CAS), Web site http://www.cas.edu/

• Cuseo, J. (2009). At-Risk Prediction Instruments, Early-Alert Systems & Exit Interviews: A Proactive-to-Reactive Continuum of Efforts to Promote Student Success, Retrieved from: http://www.shawnee.edu/retention/media/at-risk-early-alert-exit-total-10.pdf

• 2016, Digest of Education Statistics 2015, Table 311.22. Number and percentage of undergraduate students taking distance education or online classes and degree programs, by selected characteristics: Selected years, 2003–04 through 2011–12

• Maximizing the Use of an Early Alert System through Advisor Outreach, Academic Advising Today, Dec, 2014, Retrieved from: https://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Maximizing-the-Use-of-an-Early-Alert-System-through-Advisor-Outreach.aspx

Bibliography

• Pasquini, L. A. & Steele, G.E. (2016). Technology in Academic Advising: Perceptions and Practices in Higher Education: Whitepaper on the findings from the 2013 NACADA Technology in Advising Commission sponsored survey. Need URL not yet posted

• Rust, M. M. (2014). FERPA and its implications for academic advising practice. NACADA Clearinghouse of Academic Advising ResourcesWeb site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/FERPA-overview.aspx

• Steele, G. (2014). Intentional use of technology for academic advising. NACADA Clearinghouse Resource Web Site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Intentional-use-of-technology-for-academic-advising.aspx

• Steele, G. (2015). Using technology for intentional student evaluation and program assessment.NACADA Clearinghouse of Academic Advising ResourcesWeb site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Using-Technology-for-Evaluation-and-Assessment.aspx

• Steele, G. (2016a). Technology and academic advising. in Beyond Foundations: Developing as a Master Academic Advisor, Eds. T.J. Grites, M.A. Miler, and J.G. Voller, Jossey-Bass, Hoboken, NJ, pp. 305-322.

• Steele, G. E. (2016b). Creating a flipped advising approach. NACADA Clearinghouse of Academic Advising Resources. Retrieved from https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Creating-a-Flipped-Advising-Approach.aspx

• Steele, G. (2016c). Don’t pass on iPASS: Recalibrate it for teaching and learning. NACADA Clearinghouse of Academic Advising Resources. Retrieved from https://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Dont-Pass-on-iPASS-Re-Calibrate-it-for-Teaching-and-Learning-a6416.aspx